As an emerging teaching method, online learning is becoming increasingly popular among learners. However, one of the major drawbacks of this learning style is the lack of effective communication and feedback, which can lead to a higher risk of students failing or dropping out. In response to this challenge, this paper proposes a student performance prediction model based on multidimensional time-series data analysis by considering multidimensional data such as students’ learning behaviors, assessment scores, and demographic information, which is able to extract the characteristics of students’ learning behaviors and capture the connection between multiple characteristics to better explore the impact of multiple factors on students’ performance. The model proposed in this paper helps teachers to individualize education for students at different levels of proficiency and identifies at-risk students as early as possible to help teachers intervene in a timely manner. In experiments on the Open University Learning Analytics Dataset (OULAD), the model achieved 74% accuracy and 73% F1 scores in a four-category prediction task and was able to achieve 99.08% accuracy and 99.08% F1 scores in an early risk prediction task. Compared with the benchmark model, both the multi-classification prediction ability and the early prediction ability, the model in this paper has a better performance.

Students’ action behavior performance is an important part of classroom teaching evaluation. To detect the action behavior of students in classroom teaching videos, and based on the detection results, the action behavior sequence of individual students in the teaching time of knowledge points is obtained and analyzed. This paper proposes a method for recognizing students’ action behaviors based on classroom time-series images. First, we propose an improved Asynchronous Interaction Aggregation (AIA) network for student action behavior detection. By adding a Multi-scale Temporal Attention (MsTA) module and a Multi-scale Channel Spatial Attention (MsCSA) module to the fast pathway and slow pathway, respectively, the accuracy of student action behavior recognition is improved in SlowFast, which is the backbone network of the improved AIA network,. Second, the Equalized Focal Loss function is introduced to improve the category imbalance that exists in the student action behavior dataset. Experimental results on the student action behavior dataset show that the method proposed in this paper can detect different action behaviors of students in the classroom and has better detection performance compared to the original AIA network. Finally, based on the results of action behavior recognition, the seat number is used as the index to obtain the action behavior sequence of individual students during the teaching time of knowledge points and the performance of students in this period is analyzed.

To help students choose the knowledge concepts that meet their needs so that they can learn courses in a more personalized way, thus improving the effectiveness of online learning, this paper proposes a knowledge concept recommendation model based on tensor decomposition and transformer reordering. Firstly, the student tensor, knowledge concept tensor, and interaction tensor are created based on the heterogeneous data of the online learning platform are fused and simplified as an integrated tensor; secondly, we perform multi-dimensional comprehensive analysis on the integrated tensor with tensor-based high-order singular value decomposition to obtain the student personalized feature matrix and the initial recommendation sequence of knowledge concepts, and then obtain the latent embedding matrix of knowledge concepts via Transformer that combine initial recommendation sequence of knowledge concepts and knowledge concept learning sequential information; finally, the final Top-N knowledge concept recommendation list is generated by fusing the latent embedding matrix of knowledge concepts and the students’ personalized feature matrix. Experiments on two real datasets show that the model recommendation performance of this paper is better compared to the baseline model.

With the development of smart classrooms, analyzing students’ emotions for classroom learning is an effective means of accurately capturing their learning process. Although facial expression‐based emotion analysis methods are effective in analyzing classroom learning emotions, current research focuses on facial expressions and does not consider the fact that expressions in different postures do not represent the same emotions. To provide a continuous and deeper understanding of students’ learning emotions, this study proposes an algorithm to characterize learning emotions based on classroom time‐series image data. First, face expression data for classroom scenarios are established to address the lack of expression databases in real teaching environments. Second, to improve the accuracy of facial expression recognition, a residual channel cross transformer masking net expression recognition model is proposed in this paper. Finally, to address the problem that the existing research dimension of learning emotion is too single, this paper uses the facial expression and head posture data obtained from deep learning models for fusion analysis and innovatively proposes a Dempster–Shafer evidence‐theoretic fusion model to characterize the learning emotion within the lecture duration of knowledge points. The experiments show that both the proposed expression recognition model and the learning sentiment analysis algorithm have good performance, with the expression recognition model achieving an accuracy of 73.58% on the FER2013 dataset. The proposed learning emotion analysis method provides technical support for holistic analysis of student learning effects and evaluation of students’ level of understanding of the knowledge points.

The precise recognition of entire classroom meta-actions is a crucial challenge for the tailored adaptive interpretation of student behavior, given the intricacy of these actions. This paper proposes a Dynamic Position Embedding-based Model for Student Classroom Complete Meta-Action Recognition (DPE-SAR) based on the Video Swin Transformer. The model utilizes a dynamic positional embedding technique to perform conditional positional encoding. Additionally, it incorporates a deep convolutional network to improve the parsing ability of the spatial structure of meta-actions. The full attention mechanism of ViT3D is used to extract the potential spatial features of actions and capture the global spatial–temporal information of meta-actions. The proposed model exhibits exceptional performance compared to baseline models in action recognition as observed in evaluations on public datasets and smart classroom meta-action recognition datasets. The experimental results confirm the superiority of the model in meta-action recognition.